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FÖRELÄSARE

 


 

Dan Meyer

Pixels are Pedagogy
 

Two common ideas — (1) that mathematics is a purely objective discipline (2) that digital technology is a morally neutral actor — have entwined over the last several decades and resulted in catastrophe for mathematics learning. Our selection of math education software is a simultaneous decision about pedagogy, the nature of mathematics, and the value of students. We will explore the implications of those decisions.

Dan Meyer taught secondary maths to students who didn't like secondary maths. He has advocated for better maths instruction on CNN, Good Morning America, Everyday With Rachel Ray, and TED.com. He earned his doctorate from Stanford University in maths education and is the Dean of Research at Desmos where he explores the future of maths, technology, and learning. He has worked with teachers around the world and calls California home.

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Elin Kirsti Reikerås

Children with weak mathematical skills in 5th grade - A retrospective study of their early mathematical development
 

Not all children experience to master mathematics through the educational system. But when do their difficulties start? Did their difficulties start in the first years of school or did these children have weak mathematical skills even earlier? In this presentation we will examine a group of children with weak math skills in 5th grade and look back at how their math skills were in toddler age, preschool age and in their second school year. Their development will be compared with the development of children who have medium and good math results in 5th grade. By describing the hallmarks in the mathematical development for the group of children with weak results in 5th grade, this can be of help to identify children in need of extra support in mathematics as early as possible.

In a total over 1000 children participate in the study. Multilevel group analysis was used as the main analytic method.

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Paul Cobb

Coaching as a Key Support for Improving the Quality of Mathematics Teaching
 

Many schools and school districts in the US are implementing coaching as a primary support for teacher’s learning in all content areas including mathematics.  Coaches are accomplished teachers who are expected to work one-on-one with less proficient teachers in their classrooms to support them in improving their classroom instruction and thus their students’ learning.  In this presentation, I share findings from an ongoing effort that aims to support the development of a cadre of accomplished mathematics coaches and that is being conducted in close partnership with colleagues in an urban school district.  My goal in doing so is to clarify both what high quality coaching looks like, and how coaches’ development of those types of practices can be supported.  In addition, I will discuss how coaching can be coordinated with other types of support for teachers’ learning including professional development sessions and teacher collaborative meetings so that they constitute a coherent teacher learning system.

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Susanne Prediger

Sustainable mathematics teaching requires enhancing meaning-related language
 

Mathematics learning is often not sustainable when students develop procedural skills without a solid base of robust understanding for mathematical concepts. For developing robust understanding, however, students with limited academic language proficiency seem to have challenges to participate in classroom practices of explaining meanings. In our MuM research group in Dortmund, we have collaborated with many schools to develop instructional approaches that can enhance both at the same time, robust understanding and the meaning-related language necessary to talk about meanings of mathematical concepts. In the talk, I will explain why enhancing language can be a catalyst for developing robust understanding, what language demands to focus and process how to enact substantial mathematical learning opportunities.

Susanne Prediger, TU Dortmund University / IPN Leibniz-Institute for Science and Mathematics Education

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